Health and Physical Education Curriculum Review Report 2018
Reporting to the Board of Trustees and Community of Tokoroa Central School
Health and Physical Education Programme Consultation
Purpose:
Section 60B of the Education Act 1989, as amended by the Education Standards Act 2001, requires Board of Trustees to produce a written statement, following consultation with the school’s community, about how the school will implement health education at least once every two years. To consult with parents, caregivers and teachers about the health learning needs of the students at Tokoroa Central School School and to design programmes that will make a difference to their well-being.
The Key Areas of Learning in the National Curriculum Document:
The Key areas of learning reflect and address the current health and physical education needs of New Zealand students:
The four relating to Health are:
Mental Health
This key area is about providing children with opportunities to develop knowledge, understanding and skills to strengthen personal identi ty, enhance a sense of self worth and to develop effective relationships with others.
Sexuality Education
Sexuality Education provides students with the knowledge, understanding and skills to develop positive attitudes towards sexuality, to take care of t heir sexual health and to enhance their interpersonal relationships now and in the future.
Food and Nutrition
Food and Nutrition education enables students to make informed decisions about food and the choices that will contribute to their own well-being and that of other people.
Body Care and Physical Safety
Learning about body care provides students with opportunities to make informed decisions about body care, to recognize hazards in the environment and to adopt safe practices in relation to these
The Consultation Process
The purpose of the consultation was to outline the programmes being delivered, how they were being delivered and to identify some of the health education needs of the students.
The consultation process ran over the first 3 weeks of weeks of term 2.
The school community was informed of the review through the school’s weekly newsletter, a letter from the board and on our school app.
The community was asked the following questions:
Please rate each of the following classroom teaching topics 1 = very important (must include) 2= Important (could include) 3=not important (Could omit)
Eating or Good Health
Water Safety
Road Safety
Building Relationships
Body Image
Building Resilience
Physical Activity – swimming, athletics, fair play, fitness
Kiwi Can – Values based programme
Keeping Safe
Exercising for good health
Body Care and Physical Safety
Fire Safety
Fire Safety
Outdoor Education – camps, education outside of the classroom
PMP – developing fine motor skills in the junior school
Positive social skills
What are areas of health and physical well-being do you think we do well? Are you concerned about any areas of Health and Physical education currently taught in this school?
Are there other issues you think we should address?
Summary of Feedback from the Consultation Process
The school received 17 responses.
Data from the responses:
| Very Important | Important | Not important | |
| Eating and good health | 11 | 4 | |
| Water Safety | 12 | 5 | |
| Road Safety | 17 | ||
| Building
Relationships |
10 | 6 | |
| Body Image | 7 | 6 | 2 |
| Building Resilience | 8 | 7 | 1 |
| Physical activity | 12 | 3 | |
| Kiwi Can | 13 | 3 | |
| Keeping safe | 15 | 2 | |
| Exercising for good health | 12 | 4 | |
| Body care and | 12 | 3 | 1 |
| physical safety | |||
| Fire Safety | 15 | 1 | |
| Outdoor Education | 9 | 6 | 1 |
| PMP | 11 | 5 | 1 |
| Positive social skills | 10 | 5 |
Question 2 – What areas of health and physical well-being do you think we we do well?
| Kiwi can programmes are excellent, oral health care – brushing teeth has stuck with my kids so that is excellent as well |
| Kiwi can |
| Kiwi can values based, road safety, eating – good health |
| I don’t really know as my child has just started at Central |
| Kiwi can, activities with Taki, athletics, swimming, cross country, road safety, fruit and breakfast |
| Kiwi can, water and road safety |
| Not at school long enough to develop an informed opinion |
| Eating and Hygiene |
| Cycling bike track, new sports turf area, soccer and netball |
| Physical activity is great, kiwican is a positive |
| Physical activity and kiwi can |
| Making kids aware of what they are eating, cleanliness and safety around others |
| Nothing is wrong with what is being done at the school |
| Everything so far has been good |
Question 3 – Are you concerned about any areas of Health and Physical Education currently taught in this school?
| No everything is fine |
| No |
| No |
| Nothing that I know of at the moment |
| Not al all |
| n/a |
| n/a |
| Doing a great job |
| No |
| No |
| Nil |
| No |
| Nope everything is great |
Are here any other issues you think we should address?
| Bullying & safe hands |
| No |
| No |
| Not at the moment |
| Head lice |
| Maybe incorporate triathlon solo and team events, different choices for electives |
| n/a |
| n/a |
| Look at uniforms in the future |
| Encourage more kids to play sport |
| Managing behaviour |
| Social behaviours amongst their peers |
| No |
| No not that I know of |
The data was discussed and analysed by Senior Management, which included the Health Curriculum Leader and the Physical Education Leaders.
Discussed: Our Parents and Whanau considered the following as very important (Must Include): The top 10 were Road Safety, Fire Safety, Kiwi Can, Keeping Safe, Water Safety, Physical Safety, Body Care and physical safety, Eating and good health, Building Relationships and Positive Social Skills.
Our junior parents thought PMP was important.
Our community has no concerns about what we were currently teaching.
Of the comments around things we should address there were 3 comments around behaviour/ social relationships that we should investigate further
In the comments on what we do well, Kiwi Can was prominent. Well done to the Junior Team on how well they taught “brushing teeth”.
Next Steps Identified
- Get student voice around behaviour, friendships etc to help identify programmes that may help students (perhaps use inclusive practise or wellbeing survey to help dig deeper and give more information so that we can tailor specific programmes for our students around positive Social Behaviours
- Break our Values focus down each year to focus per term on one value. Develop classroom resources for teachers to use. Ensure that this is done each week
- Use outside agencies to help find a programme that teaches positive Social Behaviours e.g. Bounce Back, Smiling Minds
- Look into the practicalities of a Triathlon for our students in 2019
- Board to consult with our community on whether they would like uniforms in 2019
This document has been prepared for the Board of Trustees by Debbie Follas